Omid Noroozi
Biographic Data
| ID | 2495907 |
|---|---|
| NAME | Omid Noroozi |
| GIVEN NAMES | Omid |
| FAMILY NAME | Noroozi |
| SIGNATURE | NOROOZI O |
| AFFILIATIONS | Wageningen University & Research |
| ORCID | 0000-0002-0622-289X |
| VERIFIED | Yes |
| TOTAL WORKS | 38 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 38 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Generative AI offers more, but students revise less
Providing high-quality feedback on student writing is essential yet increasingly difficult due to rising class sizes and limited instructional capacity. Generative AI (GenAI) offers a promising and scalable alternative, but its effectiveness compared to traditional teacher feedback, particularly across different prompting techniques, remains uncertain. This study employed a quantitative, randomized three-group experimental design with 70 graduate…
Understanding peer feedback uptake
Background Although the significance of responding to peer feedback for enhancing learning is well-established, research on the prediction of perceived peer feedback literacy and situational factors on students' uptake behaviors remains limited. Aim This study aims to explore how perceived Peer Feedback Literacy (PFL) and perceived situational factors (i.e., perceived essay quality, understanding of received feedback, and agreement with received …
Supporting convergent thinking in entrepreneurship education
Convergent thinking is increasingly recognised as a critical skill for university students, yet it has received far less attention in education than divergent thinking. This gap is particularly evident in entrepreneurship education (EE), where opportunity identification (OI) lies at the core of learning. Although OI requires students to both generate and evaluate ideas, most teaching approaches emphasise idea generation (divergent thinking) while…
Can AI feedback stand alone for fostering students’ presentation performance? A comparison of AI-only versus teacher-supported AI feedback
Studies have shown the potential of automated feedback for supporting students’ presentation skills in Immersive Virtual Reality (IVR) environments. However, the extent to which students can independently uptake AI feedback messages, or whether they need teacher support in this task, remains unclear. This experimental study aims to investigate the impact of AI feedback without (AI-only) and with teacher support (teacher-supported AI feedback), re…
Bridging AI chatbot use and critical thinking
Students are increasingly using AI chatbots for educational purposes in higher education, yet there are concerns about their effects on students’ critical thinking. Although developing AI literacy is considered essential for addressing these concerns, limited evidence exists regarding whether – and how – AI literacy mediates the relationship between chatbot use and critical thinking. This study employed an exploratory descriptive-correlational re…
AI assistance in peer feedback provision
Engaging students in peer feedback offers significant learning benefits by promoting collaboration, critical thinking, and skill development. However, challenges persist because many students struggle to provide constructive and actionable feedback due to gaps in disciplinary knowledge and pedagogical skills. This study investigates whether Generative AI (GenAI) can help address these challenges by supporting students in delivering high-quality p…
Community of inquiry
Learner satisfaction is a key metric that encapsulates the overall e-learning experience. While numerous studies have explored the “what” (i.e., the factors that predict satisfaction), there has been less focus on the “how” (i.e., the mechanisms through which these factors are associated to satisfaction). This study seeks to address this gap by elucidating how two key individual factors, motivation and self-regulation, are associated with satisfa…
Value-added digital game-based learning in K-12 science education
Digital game-based learning (DGBL) is perceived as a promising approach for motivating students’ interest in science. However, most previous studies have focused on comparing the effectiveness of DGBL with traditional teaching methods, rather than looking at how specific design mechanisms of value-added DGBL applications can influence learning in K-12 science. Therefore, this paper presents a systematic literature review of 41 articles, published…
Games in education
Improving hybrid brainstorming outcomes with computer-supported scaffolds
Guided by the dual pathways to creativity model (DPCM), this study explores how two computer-supported scaffolds—prompts and cognitive group awareness—can enhance the quality of ideas generated in hybrid brainstorming sessions that combine individual and group brainstorming. While prior research has employed these scaffolds to improve group work focusing on convergent thinking in CSCL settings, their application to stimulate divergent thinking in…
Enhancing peer feedback provision through user interface scaffolding
A Critical Review of Using Learning Analytics for Formative Assessment
Developing early career teachers’ professional digital competence
Early-career teachers face numerous challenges when using digital technologies in their educational practices. This systematic literature review explores how early-career teachers develop professional digital competence in practice and identifies some of the contributing factors for this development. Twenty-five publications were selected for inclusion in the review study after a careful search strategy and detailed screening conducted in three p…
Optimizing Formative Assessment with Learning Analytics
Formative assessment is a key element of effective education. Recently, a growing body of evidence has highlighted the potential of learning analytics to support formative assessment. However, this evidence is sparse, and concerns have been raised about the connection between learning analytics results and formative assessment models. When learning analytics results do not align well with formative assessment models, teachers may be hesitant to p…
Assessing student perceptions and use of instructor versus AI ‐generated feedback
Despite the growing research interest in the use of large language models for feedback provision, it still remains unknown how students perceive and use AI‐generated feedback compared to instructor feedback in authentic settings. To address this gap, this study compared instructor and AI‐generated feedback in a Java programming course through an experimental research design where students were randomly assigned to either condition. Both feedback …
Consistency in providing peer feedback
The value of peer feedback for learning depends upon students regularly providing high-quality feedback to their peers, but little is known about the factors influencing feedback-providing behaviors. This study explores the consistency of students’ feedback-providing behaviors and its relations to students’ writing ability (an individual differences factor) and reviewed essay quality (a situational factor). Feedback-providing behaviors were model…
Does perception mean learning? Insights from an online peer feedback setting
Many peer feedback studies examined students’ perceptions. Yet, little is known about how perceived and actual learning are related, and how they are influenced by individual and contextual characteristics including success level, educational level, gender, and academic major. This exploratory study addressed this research gap. Students from a Dutch university (N = 284) attended a three-week online module during which they were engaged in peer fe…
A SWOT analysis of ChatGPT
ChatGPT is an AI tool that has sparked debates about its potential implications for education. We used the SWOT analysis framework to outline ChatGPT’s strengths and weaknesses and to discuss its opportunities for and threats to education. The strengths include using a sophisticated natural language model to generate plausible answers, self-improving capability, and providing personalised and real-time responses. As such, ChatGPT can increase acc…
Feedback sources in essay writing
Peer feedback is introduced as an effective learning strategy, especially in large-size classes where teachers face high workloads. However, for complex tasks such as writing an argumentative essay, without support peers may not provide high-quality feedback since it requires a high level of cognitive processing, critical thinking skills, and a deep understanding of the subject. With the promising developments in Artificial Intelligence (AI), par…
How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning
This study explored the effects of directed and undirected online peer feedback types on students’ peer feedback performance, argumentative essay writing skills, and acquisition of domain-specific knowledge. The study used a pre-test and post-test design with four conditions (feedback, feedforward, a combination of feedback and feedforward, and undirected feedback). In this exploratory study, 221 undergraduate students, who were randomly assigned…
Online peer feedback patterns of success and failure in argumentative essay writing
In peer feedback literature, little is known about the patterns of success for peer feedback activities in online learning environments. This study aims to explore the peer feedback patterns of successful, less successful, and unsuccessful higher education students for argumentative essay writing. In this exploratory study, 330 higher education students were asked to perform three tasks in three consecutive weeks. In the first week, they were ask…
Using multimodal learning analytics as a formative assessment tool
Learning analytics for online game-Based learning
Game-based learning researchers have been investigating various means to maximise learning in educational games. One promising venue in recent years has been the use of learning analytics in online game-based learning environments. However, little is known about how different elements of learning analytics (e.g. data types, techniques methods, and stakeholders) contribute to game-based learning practices within online learning environments. There…
Using gamification to support learning in K‐12 education
Using gamification to support learning in K‐12 education has received much attention from scholars in recent years. However, there is still a lack of comprehensive understanding of how gamification should be used to effectively enhance the learning experiences of K‐12 students. The purpose of this review was to synthesize research findings on the use of gamification in K‐12 education and to propose an evidence‐informed framework. This framework w…
Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning
This study compared the effects of worked example and scripting on students’ argumentative peer feedback, essay and learning qualities. Participants were 80 BSc students who were randomly divided over 40 dyads and assigned to two experimental conditions (worked example and scripting). An online peer feedback environment named EduTech was designed and students were tasked with writing an argumentative essay, engaging in peer feedback, and revising…
Multicultural student group work in higher education
The current status of teaching staff innovation competence in Ugandan universities
How competent are university teaching staff to deliver effectively their present and future university duties in Uganda? This question was explored in this study by collecting data from managers (n = 90), teachers (n = 126), and students (n = 179) through a questionnaire administered at Kyambogo University. The results show that teacher performance in the role of innovating; knowledge society facilitating; collaborating and networking; higher edu…
Argumentation-Based Computer Supported Collaborative Learning (ABCSCL)
Multicultural student group work in higher education
The current status of teaching staff innovation competence in Ugandan universities
How competent are university teaching staff to deliver effectively their present and future university duties in Uganda? This question was explored in this study by collecting data from managers (n = 90), teachers (n = 126), and students (n = 179) through a questionnaire administered at Kyambogo University. The results show that teacher performance in the role of innovating; knowledge society facilitating; collaborating and networking; higher edu…
Relations between scripted online peer feedback processes and quality of written argumentative essay
Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands
The COVID19-Pandemic has forced educators to transform their lessons into online versions in a short period of time. This study compares teachers’ perception regarding their online teaching expectations (prior to the transition to remote teaching) and experiences (after a month of online teaching). Two surveys were completed by 200 Dutch teachers. Results demonstrated a significant change in the perception of teachers regarding their resolutions …
Fostering Learners’ Perceived Presence and High-Level Learning Outcomes in Online Learning Environments
This study investigated the effects of using a teaching model enriched with presence on learners’ perceived presence and high-level learning outcomes in online learning environments. The study was conducted in an Iranian state university with 52 higher education students majoring in electronic IT management who were randomly divided into experimental or control group conditions. The research tools included a rubric to measure learner’s perceived …
Using gamification to support learning English as a second language
The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance
Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes
This study compared the effects of support for peer feedback, peer feedforward and their combination on students’ peer learning processes, argumentative essay quality and domain‐specific learning. Participants were 86 BSc students who were randomly divided over 43 dyads. These dyads, in a two‐factorial experimental design, were assigned to four conditions including: peer feedback (n = 22), peer feedforward (n = 22), mixed (n = 20) and control gro…
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
The effects of collaborative reasoning strategies on improving primary school students’ argumentative decision-making skills
This study investigates the effects of three Collaborative Reasoning (CR) strategies including pre-trained CR, scripted CR, and pre-trained + scripted (mixed) CR on the argumentative decision-making skills of primary school students. Forty-six school students were requested to write a reflective essay on a social-moral issue, and after participating in a six-week story-based CR with three different conditions, they were asked to write their refle…
Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning
This study compared the effects of worked example and scripting on students’ argumentative peer feedback, essay and learning qualities. Participants were 80 BSc students who were randomly divided over 40 dyads and assigned to two experimental conditions (worked example and scripting). An online peer feedback environment named EduTech was designed and students were tasked with writing an argumentative essay, engaging in peer feedback, and revising…
Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments
This study adopted a pre-test–post-test design to explore gender differences in argumentative essay writing and peer review performance and uptake within a higher education context. To do this,as part of a bigger project, 101 students were asked to individually write an argumentative essay, engage in peer review activities and revise their original essay based on the received reviews from peers.The findings showed that female students perform bet…
Nursing students’ satisfaction with the instructional design of a computer-based virtual learning environment for mathematical medication learning
Computer-based virtual learning environments (CBVLEs) have attracted attention as a learning innovation that can foster students’ self-efficacy and intrinsic motivation. Research on the instructional design regarding these aspects of learning in a virtual learning environment is rather piecemeal. This study investigates the instructional design of a CBVLE for mathematical medication learning by nursing students in vocational education. The instru…
A SWOT analysis of ChatGPT
ChatGPT is an AI tool that has sparked debates about its potential implications for education. We used the SWOT analysis framework to outline ChatGPT’s strengths and weaknesses and to discuss its opportunities for and threats to education. The strengths include using a sophisticated natural language model to generate plausible answers, self-improving capability, and providing personalised and real-time responses. As such, ChatGPT can increase acc…
Feedback sources in essay writing
Peer feedback is introduced as an effective learning strategy, especially in large-size classes where teachers face high workloads. However, for complex tasks such as writing an argumentative essay, without support peers may not provide high-quality feedback since it requires a high level of cognitive processing, critical thinking skills, and a deep understanding of the subject. With the promising developments in Artificial Intelligence (AI), par…
How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning
This study explored the effects of directed and undirected online peer feedback types on students’ peer feedback performance, argumentative essay writing skills, and acquisition of domain-specific knowledge. The study used a pre-test and post-test design with four conditions (feedback, feedforward, a combination of feedback and feedforward, and undirected feedback). In this exploratory study, 221 undergraduate students, who were randomly assigned…
Online peer feedback patterns of success and failure in argumentative essay writing
In peer feedback literature, little is known about the patterns of success for peer feedback activities in online learning environments. This study aims to explore the peer feedback patterns of successful, less successful, and unsuccessful higher education students for argumentative essay writing. In this exploratory study, 330 higher education students were asked to perform three tasks in three consecutive weeks. In the first week, they were ask…
Using multimodal learning analytics as a formative assessment tool
Learning analytics for online game-Based learning
Game-based learning researchers have been investigating various means to maximise learning in educational games. One promising venue in recent years has been the use of learning analytics in online game-based learning environments. However, little is known about how different elements of learning analytics (e.g. data types, techniques methods, and stakeholders) contribute to game-based learning practices within online learning environments. There…
Using gamification to support learning in K‐12 education
Using gamification to support learning in K‐12 education has received much attention from scholars in recent years. However, there is still a lack of comprehensive understanding of how gamification should be used to effectively enhance the learning experiences of K‐12 students. The purpose of this review was to synthesize research findings on the use of gamification in K‐12 education and to propose an evidence‐informed framework. This framework w…
Community of inquiry
Learner satisfaction is a key metric that encapsulates the overall e-learning experience. While numerous studies have explored the “what” (i.e., the factors that predict satisfaction), there has been less focus on the “how” (i.e., the mechanisms through which these factors are associated to satisfaction). This study seeks to address this gap by elucidating how two key individual factors, motivation and self-regulation, are associated with satisfa…
Value-added digital game-based learning in K-12 science education
Digital game-based learning (DGBL) is perceived as a promising approach for motivating students’ interest in science. However, most previous studies have focused on comparing the effectiveness of DGBL with traditional teaching methods, rather than looking at how specific design mechanisms of value-added DGBL applications can influence learning in K-12 science. Therefore, this paper presents a systematic literature review of 41 articles, published…
Games in education
Improving hybrid brainstorming outcomes with computer-supported scaffolds
Guided by the dual pathways to creativity model (DPCM), this study explores how two computer-supported scaffolds—prompts and cognitive group awareness—can enhance the quality of ideas generated in hybrid brainstorming sessions that combine individual and group brainstorming. While prior research has employed these scaffolds to improve group work focusing on convergent thinking in CSCL settings, their application to stimulate divergent thinking in…
Psychology (26 works) · Computer Science (21 works) · Mathematics education (20 works) · Innovative Teaching and Learning Methods (16 works) · Student Assessment and Feedback (14 works) · Peer feedback (13 works) · Pedagogy (10 works) · Online Learning and Analytics (9 works) · Political science (9 works) · Argumentative (8 works)